13 evaluating and testing these guesses and hypotheses; 4 possibly revising and
retesting them; and finally 5 communicating the results.
2.2.2 Characteristics of a Creative Person
Ruggiero 1984: 92 states that there are five most prominent characteristics of a creative person. They are as follows:
1 Creative people are dynamic. Unlike most people, creative people do not allow their minds to become passive, easy to accept ideas.
2 Creative people are daring. They are willing to face unpleasant experience, apply their curiosity and learning, and learn from their experiences. As a
result, they are less likely to repeat their failure. 3 Creative people are resourceful. Resourcefulness refers to ability to cut
effectively and conceptualize the approach that solves the problem. 4 Creative people are hardworking. They are not afraid of making the failure.
5 Creative people are independent. They do not fear to have new ideas different from others.
Dellas and Gaier as quoted by Cropley 2003: 60 that there are nine most prominent characteristics of a creative person. They are as follows;
1 Independence, 2 dominance, 3 extroversion, 4 openness, 5 breadth of interest, 6 self- acceptance, 7 intuitiveness, 8 flexibility, 9 social
poise. A creative person, according to Semiawan 1984: 10, has ten
characteristics: 1 having strong imagination, 2 having high initiative, 3 having large interest, 4 having high curiosity in knowing something, 5 being
14 flexible in thinking, 6 being self confident, 7 being open to new experience,
8 being energetic, 9 being brave in taking risks, 10 being brave in expressing ideas.
Considering all the notions and opinions about creativity, the writer generalizes the characteristics of creative person as follows:
1 Having preference to do difficult and hard work
2 Having rich knowledge
3 Having high desire to study things
4 Being imaginative
5 Being open to new experiences
6 Being brave in expressing ideas
7 Having ability to analyze and synthesize
8 Being self-confident
9 Having high initiative
10 Being active
2.2.3 Measurement of Creativity
There are some instruments to measure creativity, which have been developed and used in Indonesia since 1977 Munandar, 1995: 68-73. They are:
1 The Verbal Creativity Test This instrument is taken from Guilford’s structure of intellect model as
conceptual framework. This creativity test battery consists of six verbal subtests, namely word beginnings, anagrams, three-word-sentences, thing categories,
unusual uses, and consequences. The primary traits measured in this test are
15 fluency, flexibility, and originality in thinking. The test can be used for the age of
ten years upward. The sum of the standard scores on each subtest can be converted into a creativity quotient.
2 Torrance’s Circle Test This test is useful for the assessment of creative potential in young
children from pre-school Upward. It provides measures in fluency, flexibility, originality, and elaboration. This test is in the form of figural items. It has been
used to identify gifted children in the elementary school. 4 Test for Creative Thinking-Drawing Production TCT-DP
This test is introduced by Jellen and Urban to assess creative potentials. This instrument consists of six figural fragments and requires the tester to
complete the drawing. This product is then evaluated according to 11 criteria of creativity. Jellen and Urban have applied the TCT-DP to ten years old children
from 9 countries including Indonesia. 4 A Scoring Scheme and Ideal Pupil Checklist
A Scoring Scheme has been developed to assess writing ability in composition. Meanwhile, Ideal Pupil Checklist was intended to provide
information on teachers’ and parents’ perception on the ideal students to be compared with experts’ perceptions.
5 The Creative Attitude Scale CAS CAS developed in 1977 by Munandar 1977: 94. It consisted of 32 items
to assess the creative characteristics in individual. In her study, this test has been implemented to the students in Indonesia especially in Jakarta. Munandar’s CAS
16 is adopted for used in this study with some modifications and adaptations felt
necessary. The writer decided to use this instrument because it can be modified according to students’ condition, e.g. elementary, junior, or senior high students.
17
CHAPTER III METHOD OF INVESTIGATION
3.1 Research Design
The method of investigation is held through a quantitative research. Hornby 1995: 1035 states quantitative is connected with the amount or number of
something rather than with how it is. Meanwhile, according Best 1981: 154 quantification is defined as a numerical method of describing observations of
materials or characteristics. In this term of quantitative data, the writer used statistical analysis to calculate the numeral data that were gathered and to analyze
them by the use of correlation analysis. The correlation coefficient was then interpreted to find out the relationship between students’ creativity and their
achievement in English learning. In constructing research design, the writer used one-shot case study. This
research design belongs to experimental design. Arikunto 1998: 83 points out that one-shot case study means there is no control group or pretest in the research.
3.2 Population
Arikunto 1993: 103 states that population is all members of the research subject. Based on the definition above, population is all individuals from whom the
data are collected. The population of the study was the tenth grade students of SMA N 1 brebes in the academic year 20062007. The total number of population
was 324 students divided into 8 classes. The numbers of the students of each class were as follows:
